Former Speaker of the House of Representatives Anglu Farrugia stressed the important role of Parliaments in ensuring that artificial intelligence serves, rather than undermines, children's rights.
Addressing the 153rd IPU Assembly in Arusha, Tanzania, Farrugia said discussions about AI and children could not be limited to technology, but had to encompass legislation, regulation, accountability and rights. Parliaments, he said, had a responsibility to ensure that appropriate legislation and impact assessments were in place and that technology developers and providers were held accountable.
He pointed to the UN Convention on the Rights of the Child as the starting point, noting that its principles of non-discrimination, development, identity, family life, health, education, protection and freedom of expression must also apply in the digital environment.
He highlighted General Comment No. 25 of 2021, which provides guidance on implementing children's rights in relation to the digital environment. Ratifying the Convention, he said, was not enough: its principles had to be reflected in national laws, regulations, policies and institutions.
Referring to Malta's experience, Farrugia said the EU Artificial Intelligence Act, which came into force in 2024, had created a new regulatory framework, while Malta continued strengthening the institutions responsible for digital innovation, data protection and enforcement.
He also highlighted the establishment in 2024 of a Maltese parliamentary committee dealing with artificial intelligence, saying Malta was among the first European Parliaments to establish such a structure. Parliamentarians, he said, needed sufficient technical knowledge to legislate effectively, while experts needed to understand that AI decisions also involved rights, ethics and accountability.
During his final year as Speaker, Farrugia said, the committee addressed issues concerning children's rights and AI. Experts presented work on AI ethics in education and preparing students for a digital future.
He stressed that children should not only be protected from technology but also educated about it. Maltese ethics education introduces students to digital ethics, critical thinking, digital wellbeing and responsible digital citizenship.
Among the issues discussed with younger students are algorithms in online advertising, privacy, manipulation and the use of personal data. Older students are introduced to questions involving accountability, misinformation, deepfakes, surveillance and AI-generated content.
Farrugia also highlighted emotional wellbeing and the potential effects of problematic digital technology use, stressing that behind every discussion about algorithms and platforms there is a child whose development and wellbeing must remain at the centre.
He concluded that education must begin early and that Malta was willing to share its experience with other Parliaments seeking to develop approaches that ensure artificial intelligence respects and promotes children's rights.